普通班中障礙學生的同儕關係：融合與隔離的差異觀

Peer-Relationships of Students with Disabilities in Regular Education Classrooms and Perceived Differences in Inclusion and Segregation

鄭津妃(Chin-Fei Cheng)

《特殊教育季刊》 120期 (2011/09) Pp. 19-26

https://doi.org/10.6217/SEQ.201109_(120).0003

摘要

在融合環境裡經常可見障礙學生被同儕排拒、孤立甚至公眾批評的情形，儘管融合教育在臺灣大力推行的現狀，仍藏著「融合之內的排斥」(exclusion withinin clusion)。本文試著從生態系統理論角度看障礙學生同儕關係的問題，企圖了解問題背後相互影響的因素，繼而以平等正義論的觀點尋求重新詮釋「差異」(difference)的論述，期望能突破實務工作的融合問題。

關鍵字

同儕關係 ； 融合教育 ； 差異 ； 生態系統理論 ； 平等

並列摘要

Although inclusion had been emphasized in the field of special education in Taiwan, ”exclusion within inclusion” exists. Students with disabilities are frequently rejected, isolated, or publicly criticized by peers in inclusive environments. In this article, the author explored the issues of peer-relationship among students with disabilities based on the ecological systems theory, and thus intended to understand the factors involved. The author re-interpreted the meaning of difference for inclusion and isolation based on the equality and justice, and further attempted to provide information regarding issues in implementation.

並列關鍵字

peer-relationship ； inclusive education ； difference ； ecological systems theory ； equality

參考文獻

教育部（2010年3月13日）：特殊教育法。

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Cigman, R.(2007).A Question of universality:Inclusive education and the principle of respect.Journal of Philosophy of Education.41,775-793.

Danforth, S.(2008).John Dewey's contributions to an educational philosophy of intellectual disability.Educational Theory.58,45-62.

Florian, L.(Ed.)(2007).The Sage handbook of special education.London:SAGE.